The Characteristics Of Senior High School Students’ Academic Emotions And The Relationship With Perfectionism And Achievement Goals Orientation

In recent years, academic emotions have gradually become a researchhotspot of students’ feeling. As a kind of non-intelligence factor, academicemotions played an important role in students’ development. As a kind ofpersonality trait, perfectionism has a profound effect on students’ emotions,behaviors and learning achievement. Achievement goal orientation refers tothe individual’s cognitive reasons and purposes that he engaged in a specifictask, as well as the faith of completing the task, which have extensiveinfluence on students’ cognition and emotions. Therefore, academic emotionsare all the emotional experience of students in academic situations. It is notonly affected by the academic situation, but also affected by the perfectionismand achievement goal orientation. The purpose of this research is tounderstand the feature of senior high school students’ academic emotions, andto discuss the relationship among perfectionism, achievement goal orientationand academic emotions, thereby to provide some pertinent suggestions toraise the students’ good academic emotion in the practice of education.The survey carried out with the method of questionnaire, and514seniorhigh school students coming from two high school of Xinxiang cityconducted as subjects in this survey. Academic Emotion Questionnaire, theChinese version of the Frost Perfectionism Scale and Achievement GoalOrientation Scale are used as measurement implements. Besides, the surveyselected6high school teachers to interview, further discussing thecharacteristics of academic emotions’ grade development. Based on thefindings, the conclusions are as follows:(1) In the dimensions of high school students’ academic emotions, thenegative low arousal scores were the highest, and the top three emotions thatstudents experienced are happy, boredom and anxiety.(2) High school students negative-low arousal emotion in gender,whether one child showed significant differences. The negative academic emotions high arousal, negative low arousal exist significant differences inthe location of the school.(3)The development characteristics of high school students’ academicemotions are as follows: The mainly academic emotions ofstudents of senior Grade One are happiness, satisfy and other positiveemotions. And the period of senior Grade Two is a transition, in which thestudents’ academic emotions are generally anxiety, shame, boredom and othernegative emotions, and began to differentiate. In senior Grade Three, thepolarization is more serious, and most students experience more intensenegative academic emotions.(4)High school students’ perfectionism dimensions were significantlycorrelated with academic emotions. Perfectionism’s behavior hesitations,parents’ expectations, fear of error and organization have significant positivepredictive effect on Academic Emotion scores.(5) High school students’ achievement goal orientation wassignificantly correlated with academic emotions. Achievement goals’ masteryavoidance, performance avoidance, and performance approach havesignificant positive predictive effect on academic emotions, while masteryapproach has negative predictive effect on academic emotions.(6) Senior high school students’ perfectionism and achievement goalorientation have better prediction ability on academic emotions, and theachievement goal’s prediction ability is stronger than perfectionism.